Year 7 – Below expected - National Standards : Year 8 – At Risk - National Standards
Writing
I am Beginning
I am Developing
I am Achieving
I am an Expert
Surface Features Punctuation
I use capital letters, full stops, commas, questions marks and speech marks.
With support I can use punctuation correctly (capital letters, full stops, question marks, commas, speech marks).
Mostly I use punctuation correctly (capital letters, full stops, question marks, commas, speech marks).
I use punctuation correctly (capital letters, full stops, question marks, commas, speech marks, apostrophes).
Grammar
I use some grammar conventions correctly formed sentences, consistent tense and pronouns, subject verb agreement, correct prepositions.
With support I can mostly use grammar conventions correctly (well formed sentences, consistent tense and pronoun, subject verb agreement, correct prepositions).
Mostly I use grammar conventions correctly (well formed sentences, consistent tense and pronoun, subject verb agreement, correct prepositions).
I mostly use grammar conventions correctly (well formed sentences, consistent tense and pronoun, subject verb agreement, correct prepositions).
Spelling How it Works
I use my visual memory and knowledge of simple spelling patterns – (ing, er, ed, s, etc) to spell. I can use rimes and long vowels. I proof-read and use “fix up” strategies to correct my spelling. I can spell most words in Spell Write list 1-4.
With support I can spell most words correctly, using my understanding of basic sounds and patterns (including roof words/prefixes/suffixes). I proof-read for accuracy and use “fix up” strategies to correct, including using thesaurus, dictionaries etc.
Mostly I can spell most words correctly, using my understanding of basic sounds and patterns (including roof words/prefixes/suffixes). I proof-read for accuracy and use “fix up” strategies to correct, including using thesaurus, dictionaries etc.
I spell most words correctly, using my understanding of basic sounds and patterns (including roof words/prefixes/suffixes). I proof-read for accuracy and use “fix up” strategies to correct, including using thesaurus, dictionaries etc.
Deeper Features Audience/Purpose
I get audience attention in different ways (humour, choice of language etc). I review my writing and check it meets the intended purpose – and revise if I need to.
With support I can get my audience attention by choosing appropriate language features (humour, choice of language etc). I review my writing and make sure it meets the intended purpose – and revise if I need to.
Mostly I get my audience attention by choosing appropriate language features (humour, choice of language etc). I review my writing and make sure it meets the intended purpose – and revise if I need to.
I get my audience attention by choosing appropriate language features (humour, choice of language etc). I review my writing and make sure it meets the intended purpose – and revise if I need to.
Ideas
I can write about personally meaningful thoughts, feelings and ideas with some detail and comment.
With support I can express ideas related to the task with detail and comment
Mostly I express ideas related to the task with detail and comment.
I express ideas related to the task with detail and comment.
Vocabulary
I use content related vocabulary – precise nouns and verbs as well as adjectives.
With support I can use a range of general academic and topic vocabulary to suit the purpose of my writing.
Mostly I use a range of general academic and topic vocabulary to suit the purpose of my writing.
I use a range of general academic and topic vocabulary to suit the purpose of my writing.
Language Features
With support I can make language choices to add interest (smiles, metaphor, personification etc) – appropriate to genre.
Mostly I make language choices to add interest (smiles, metaphor, personification etc) – appropriate to genre.
I make language choices to add interest (smiles, metaphor, personification etc) – appropriate to genre.
Structure
I can use simple and compound sentences with varied beginnings and lengths. I use complete sentences to say what I mean accurately.
With support I can organize my ideas into paragraphs in which ideas are clearly related with a topic sentence following by supporting details. I review my writing and make sure it meets the intended purpose – and revise if I need to. I use a variety of genre (to meet the purpose of my writing).
Mostly I organize my ideas into paragraphs in which ideas are clearly related with a topic sentence following by supporting details. I review my writing and make sure it meets the intended purpose – and revise if I need to. I use a variety of genre (to meet the purpose of my writing).
I organize my ideas into paragraphs in which ideas are clearly related with a topic sentence following by supporting details. I review my writing and make sure it meets the intended purpose – and revise if I need to. I use a variety of genre (to meet the purpose of my writing).
Voice
I convey my feelings and responses.
With support I can record my personal views and responses sincerely.
Mostly I can record my personal views and responses sincerely.
I can record my personal views and responses sincerely.
Key: =Term 1 2011 = Term 4 2010 = Term 2 2010
Year 7 – Below expected - National Standards : Year 8 – At Risk - National Standards
Punctuation
How it Works
I can use rimes and long vowels.
I proof-read and use “fix up” strategies to correct my spelling.
I can spell most words in Spell Write list 1-4.
I proof-read for accuracy and use “fix up” strategies to correct, including using thesaurus, dictionaries etc.
I proof-read for accuracy and use “fix up” strategies to correct, including using thesaurus, dictionaries etc.
I proof-read for accuracy and use “fix up” strategies to correct, including using thesaurus, dictionaries etc.
Audience/Purpose
I review my writing and check it meets the intended purpose – and revise if I need to.
I review my writing and make sure it meets the intended purpose – and revise if I need to.
I review my writing and make sure it meets the intended purpose – and revise if I need to.
I review my writing and make sure it meets the intended purpose – and revise if I need to.
I use complete sentences to say what I mean accurately.
I review my writing and make sure it meets the intended purpose – and revise if I need to.
I use a variety of genre (to meet the purpose of my writing).
I review my writing and make sure it meets the intended purpose – and revise if I need to.
I use a variety of genre (to meet the purpose of my writing).
I review my writing and make sure it meets the intended purpose – and revise if I need to.
I use a variety of genre (to meet the purpose of my writing).
=Term 1 2011 = Term 4 2010 = Term 2 2010